Students investigate ONE of these societies/empires from the Western or Islamic world in depth: the Vikings or Medieval Europe or the Ottoman Empire or Renaissance Italy.
Common Assessment:
Students are asked to do the following:
Identify one aspect of your chosen/assigned society to research
Develop a set of six questions to guide your research
One of these questions must investigate how people were influenced by their beliefs and values
Conduct research to answer the questions.
Write a two page report using your questions as sub-headings (Font: Arial, Font Size: 11, Spacing: 1.5)
Include a bibliography
Plan and create your artefact related to the research.
NB An artifact is "something made or given shape by man, such as a tool, that would be an object ofarchaeological interest".
The way of life in the Ottoman Empire (social, cultural, economic and political features) and the roles and relationships of different groups in society
Significant developments and/or cultural achievements that reflect the power and influence of the Ottoman Empire, such as the fall of Constantinople in 1453 AD (CE), art and architecture.
Relationships with subject peoples, including the policy of religious tolerance
The role of significant individuals such as Selim I or Suleiman the Magnificent in maintaining the strength and influence of the Ottoman Empire
OR
Renaissance Italy (c.1400 – c.1600)
The way of life in Renaissance Italy (social, cultural, economic and political features) and the roles and relationships of different groups in society
Significant developments and/or cultural achievements that reflect the concentration of wealth and power in the city-states, such as art and learning
Relationships between rulers and ruled in ONE Italian city-state such as Florence or Naples
The role and achievements of significant individuals such as Lucrezia Borgia, Galileo, Leonardo da Vinci, Niccolo Machiavelli
The spread of Renaissance culture to the rest of Europe, and its legacy
The way of life in Viking society (social, cultural, economic and political features) and the roles and relationships of different groups in society
Significant developments and/or cultural achievements that led to Viking expansion, including weapons and shipbuilding, and the extent of their trade
Viking conquests and relationships with subject peoples, including the perspectives of monks, changes in the way of life of the English, and the Norman invasion
The role of a significant individual in the expansion of Viking settlement and influence, such as Erik the Red or Leif Ericson
The way of life in Medieval Europe (social, cultural, economic and political features) and the roles and relationships of different groups in society
Significant developments and/or cultural achievements, such as changing relations between Islam and the West (including the Crusades), architecture, medievalmanuscripts and music
Continuity and change in society in ONE of the following areas: crime and punishment; military and defence systems; towns, cities and commerce
The dominance of the Catholic Church and the role of significant individuals such as Charlemagne
Peer Assessment Using Survey Monkey, students are to create a survey to be given to their audience after presenting their work for Depth Study 1. Survey should include 5 Questions:
Overall presentation
Quality of the Inquiry Questions
Facts/knowledge about the topic
Quality of the artifact
Artifacts relevance to the Information Report
Survey must include the following question:
From your understanding does the object/tool characterize the period of time or culture presented in the Information report?
Students must use a range of different question styles. Sign up for Survey Monkey here.
Common Assessment:
Students are asked to do the following:
NB An artifact is "something made or given shape by man, such as a tool, that would be an object of archaeological interest".
To learn more about developing good questions for inquiry read the fllowing article:
10 Questions for Inquiry: The Bigger the Better!
Due Date: Please see teacher.
The Ottoman Empire (c.1299 – c.1683)
- The way of life in the Ottoman Empire (social, cultural, economic and political features) and the roles and relationships of different groups in society
- Significant developments and/or cultural achievements that reflect the power and influence of the Ottoman Empire, such as the fall of Constantinople in 1453 AD (CE), art and architecture.
- Relationships with subject peoples, including the policy of religious tolerance
- The role of significant individuals such as Selim I or Suleiman the Magnificent in maintaining the strength and influence of the Ottoman Empire
ORRenaissance Italy (c.1400 – c.1600)
- The way of life in Renaissance Italy (social, cultural, economic and political features) and the roles and relationships of different groups in society
- Significant developments and/or cultural achievements that reflect the concentration of wealth and power in the city-states, such as art and learning
- Relationships between rulers and ruled in ONE Italian city-state such as Florence or Naples
- The role and achievements of significant individuals such as Lucrezia Borgia, Galileo, Leonardo da Vinci, Niccolo Machiavelli
- The spread of Renaissance culture to the rest of Europe, and its legacy
A Journey through the RenaissanceOR
The Vikings (c.790 – c.1066)
- The way of life in Viking society (social, cultural, economic and political features) and the roles and relationships of different groups in society
- Significant developments and/or cultural achievements that led to Viking expansion, including weapons and shipbuilding, and the extent of their trade
- Viking conquests and relationships with subject peoples, including the perspectives of monks, changes in the way of life of the English, and the Norman invasion
- The role of a significant individual in the expansion of Viking settlement and influence, such as Erik the Red or Leif Ericson
Viking QuestOR
Medieval Europe (c.590 – c.1500)
- The way of life in Medieval Europe (social, cultural, economic and political features) and the roles and relationships of different groups in society
- Significant developments and/or cultural achievements, such as changing relations between Islam and the West (including the Crusades), architecture, medievalmanuscripts and music
- Continuity and change in society in ONE of the following areas: crime and punishment; military and defence systems; towns, cities and commerce
- The dominance of the Catholic Church and the role of significant individuals such as Charlemagne
Build an ArchPeer Assessment
Using Survey Monkey, students are to create a survey to be given to their audience after presenting their work for Depth Study 1.
Survey should include 5 Questions:
- Overall presentation
- Quality of the Inquiry Questions
- Facts/knowledge about the topic
- Quality of the artifact
- Artifacts relevance to the Information Report
Survey must include the following question:- From your understanding does the object/tool characterize the period of time or culture presented in the Information report?
Students must use a range of different question styles.Sign up for Survey Monkey here.